COMS 435, Rhetoric of Women

Fall, 2003/ E. Berry & K. Peck

Phone: 677-2857 (Berry)

677-2112 (Peck)

E-mail: elizabeth.berry@csun.edu

MsKPeck@aol.com

Office Hours: Berry- by appointment

or drop in, MZ220

Peck- TTH 9-9:30, 12:30- 1:00

T 3-4 MZ348

Homepage: www.csun.edu/~vcspc009/eberry98.html

RHETORIC OF WOMEN

Tie/untie, read/unread, discard their forms; scrutinize the grammatical habits of your writing and decide for yourself whether they agree or repress. Again, order(s). Shake syntax, smash the myths, and if you lose, slide on, unearth some new linguistic paths. Do you surprise? Do you have a choice?

-TRINH-T.MINH-HA

General Description and Goals of Course

Communication Studies 435 provides students with an opportunity to analyze rhetorical texts created by women in various contexts for various purposes. The overall goal of this course is to examine the ways in which women develop and use rhetoric to function in, challenge, and change the world. Drawing from rhetorical, literary, and media sources as well as personal narratives, students will critically analyze and evaluate rhetoric of women. Students will define and apply a feminist perspective to the various rhetorical genres, challenging traditional approaches to the study of rhetoric.

Certain key questions are central to this course: Is there a female rhetoric? What is the nature of female communication in various contexts, i.e. public, private, electronic? Do women use unique rhetorical forms? Does womenís rhetoric reflect feminist choices and how meanings are created? What is the relationship between context and the rhetorical text? How do gender, race, and class affect rhetorical practices? How does understanding womenís rhetoric help us better understand the human communication process? How can we become agents of change through feminist rhetorical practices?

Required Texts

Feminist Rhetorical Theories; Karen Foss, Sonja Foss, and Cindy Griffin. Sage Publications, 1999

Communication Studies 435 Reader, 2001; E. Berry and K. Peck (available at Sunstar Copy; 9514 Reseda #3, next to Baskin Robbins; (818) 718-6151

Class Procedures

Rhetoric of Women is an upper division, Communication Studies course in which students are expected to participate actively in the learning process. We believe that students learn best when they are engaged in speaking, writing, and interacting with each other. Class activities are designed for participation from all students. Frequent in-class assignments (e.g. written, oral, group work, video analyses) will be made. No make-up will be allowed for missed in-class assignments.

Each week we will assign readings and questions about the readings to be answered in a written reading response, quiz or hypernews (see below for reading response requirements). It is essential that relevant reading and writing assignments be completed BEFORE class, for they serve as the point of departure for discussion and often class members will serve as discussion leaders. BRING ASSIGNED READINGS AND READING RESPONSES TO CLASS, for we use the text as a focus if analysis. During the semester, students will be assigned particular days and topics to facilitate class discussion.

Because this class involves a great deal of discussion and collaboration, attendance is expected. Unexcused absences may result in the lowering of the final grade.

Using E-mail and other electronic forms

This class will provide students the opportunity to learn about and use networked computing. We will use the Internet and World Wide Web for access to electronic texts, bibliographical information, and on-line resources. Homepage:

http://www.csun.edu/~vcspc009/eberry98.html

*Evaluation: The final grade will be based on the following:

Reading responses and Quizzesó20 points (2 points each)Ten during semester.

Some of these responses will be submitted via a newsgroup.

Paper on feminist rhetorical theorist: hypernews entries, class presentation. ‚ 15 points

Final project/paper Prospectus ‚ 5 points

Final project/paper ‚ 25 points; You will have a choice of projects.

Final Exam ‚15 points

Participation/in-class assignments ‚ 10 points

Report on Global Feminism ‚10 points

*Specific guidelines attached.

Plus/Minus grading will be used. A=93-100; A-=90-92; B+=87-89; B=83-86;

B-=80-82; C+=77-79; C=70-76; C-=67-69; D+=64-66; D=60-63; D-=57-59;

F- below 57.

Academic honesty: Cheating and plagiarism will not be tolerated/ if you are caught cheating of plagiarizing in any form, you will receive a failing grade for the course and will be reported to the University for appropriate action. If you are unsure what constitutes cheating, consult the current University catalog or student handbook.

GUIDELINES FOR ASSIGNMENTS

READING PRESPONSES: Throughout the semester, you will be asked to write about particular questions in relation to your reading. Sometimes, we will provide the questions; other times you will be asked to phrase questions and answer them. The purpose of these assignments is to help you engage with the texts and reflect about their meaning and application. Purchase a three ring binder notebook for you writings and bring it with you to every class. Late reading responses will not earn points. Responses will be evaluated for clarity, thoughtfulness of the response, and should reflect understanding of the readings.

PAPER ON A FEMINIST THEORIST: The purpose of this assignment is to develop a thorough understanding of one of the theories presented in Feminist Rhetorical Theories. You will be required to write a paper in which you summarize the main concepts, define particular terms, and suggest the application of the theory to rhetorical contexts. Paper will require that you read at least one of the original documents written by the theorist cited in the bibliography. In collaborating with other class members, you will coordinate a discussion about your theorist. Although you might want to present some material in a ìlecture mode,î we prefer that you find a way for all of us to engage, explore, and extend the ideas of the theorist. You need to provide the class with a handout the day before your discussion that indicated how you will proceed with your discussion and/or any special information we should have (e.g. background readings).

FINAL PROJECT: This assignment is a culmination of the knowledge and methods you have gained during the semester. Each student is expected to take what has been learned and apply it in a meaningful and beneficial manner. All projects require research, application, and documentation. Details will be discussed in class. There are a variety of options for this including by not limited to the following:

Describe, analyze, and interpret a rhetorical event in which a woman (or women) is the agent. You must be part of the audience to fulfill this assignment. (You nay be a member of the audience at a speech, a play, concert, etc or in your home watching television, as long was you are focusing on woman/women communication. You may also use personal/private womenís communicative acts e.g. diaries, letters. Drawing on your understanding of the rhetorical process and feminist analysis, you are to prepare a well written, carefully documented critique of the rhetorical event.

Describe the rhetorical theory of a feminist not covered in class in an approach similar to the authors of Feminist Rhetorical Theories.

Select one of the theories from Feminist Rhetorical Theories and develop a project by which to implement her theory. In other words, how might her perspective on feminism be ìtaken to the streetsî or translated into action? This project might take the form of a grassroots organization or a way of living in a community based on a particular theoristís ideas.

Drawing in several or all of the theorists studied in this course, lay out a feminist agenda for the 21^st century. Include major content areas with which feminist will need to deal, ways of achieving transformation and change, i.e. rhetorical strategies and ways individuals can contribute to this agenda. Provide a rationale for your choice.

Select an artifact from pop culture (e.g. film, book, video) and examine I from a feminist rhetorical perspective (cf. critique of Judy Chicagoís Dinner Party). Write an in-depth rhetorical analysis in which you explain how gender, race and class are represented, and how meanings are constructed.

Develop a creative method/mode to express the analysis and synthesis of knowledge gained in the class, e.g. through photography, performance art.

Analyze the rhetorical strategies used by a leader and/or organization dedicated to global feminism.

Develop a project, after consultation with us that fits your needs better than one of the possibilities listed above.

REPORT ON GLOBAL FEMINIST ACTIVISM: Research a feminist organization and/or movement outside the U.S. Prepare a poster that can be displayed in class outlining the history of the organization/movement. Bring copies of a one-page handout that synthesizes the relevant information on the organization/movement for all class members.

FINAL EXAM: This will be a comprehensive essay exam, including definitions, concepts, analysis and application.

PARTICIPATION IN CLASS/IN-CLASS ASSIGNMENTS: Everyoneís contribution is important and the synergy of a group working together produces richer discussions and more thorough understanding. It is expected that you will come to class prepared and eager to enter the ìconversation.î During the semester, each one of you must contribute at least one ìsighting,î or ìciting,î that is, a brief report on an event, situation, source, quote or incident that relates to womenís rhetoric.

We periodically will ask you to complete in-class writing assignments and participate in collaborative learning experiences. All of these assignments and discussions should contribute to your understanding of the material and will count toward your final grade.